Things to avoid in IELTS Academic Writing Task 1 giving reasons practice
A LESSON PLAN FOR ENGLISH LANGUAGE TEACHERS
Phrases for giving reasons practice with useful advice on typical mistakes in IELTS Writing Task 1, with useful language for Speaking Part Three and Writing Task 2.
Lesson Plan Content:
Things to avoid in IELTS Academic Writing Task 1 giving reasons practice
with useful language for IELTS Writing Task 2 and Speaking Part 3
Look at the next page. Choose something from the left-hand column, say why that might be bad in IELTS Writing Task One and/ or what it is better to do instead, and see if your partner agrees each time. If you aren’t sure which ones to choose, ask each other about ones you want to discuss. If you aren’t sure and/ or can’t agree, circle that one to ask your teacher about later, then take turns doing the same thing with other things in the left-hand column. Note that some things are only wrong because of how often they say to do something, e.g. the sentence says “often” but you should only do it sometimes or rarely. If your teacher tells you to, try to use different reasons language each time, ticking things off in the right-hand column as you use them.
Ask about any which you can’t think of reasons for, ones you don’t know what to do instead of, reasons language that you couldn’t use, etc, discussing related things not to do as a class each time.
Use the same language to give recommendations on doing and preparing for other parts of IELTS such as:
- Writing Task 2
- Writing Task 2 look at both sides tasks
- Writing Task 2 to what extent tasks
- Writing Task 2 cause and effect tasks
- Writing Task 2 problems and solutions tasks
- Speaking
- Speaking Part One
- Speaking Part Two
- Speaking Part Three
- Listening
- Listening Part One
- Listening Part Two
- Listening Part Three
- Listening Part Four
- Listening multiple-choice tasks
- Listening matching tasks
- Listening gapfill tasks
- Listening map tasks
- Reading multiple-choice tasks
- Reading yes/ no/ not given tasks
- Reading matching tasks
- Reading labelling diagrams tasks
- Reading summary question tasks/ overall understanding tasks
Things to avoid to give reasons for
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Planning - starting by circling key points on the graph, on the map, etc - taking five minutes to plan/ to split the data into paragraphs - trying to think of a very clever and original way of splitting the information into two paragraphs - usually splitting the information into three body paragraphs - making a few calculations Introduction - writing a one-sentence introduction - writing each sentence of your introduction on a new line - starting with background such as why the data is important - copying the description in the question word for word - making sure that you rephrase every word of the question - usually writing at least two summary sentences in the introduction - describing your plan with the word “respectively” - starting the first body paragraph at the beginning of the next line Body - usually starting paragraphs with “First(ly)” and “Second(ly)” - describing all data with Present Simple - describing all future data with “will” - trying really hard to use a wide range of past tenses - using passive voice (be + PP) as much as possible - giving numbers in every sentence - describing all of the information - only comparing if you really have to - explaining possible reasons for things (causes of the trends, etc) - explaining likely consequences (positive results of changes, etc) - giving opinions - trying to link the data in the two graphs, in the chart and table, etc Final paragraph - writing a final summary and a summary sentence in the intro - having a one-sentence final summary - ending with a final summary and your opinions on it Editing and time management - writing slowly and carefully so you don’t need to edit - editing for one minute - only checking for mistakes when you edit - spending 25 minutes on Task 1 - counting every word in your essay - adding more to the end of the essay if you are under 150 words - making the easy look neat/ beautiful by using an eraser, etc Preparing for the test - memorising model essays - reading financial news to learn trends vocabulary - mainly preparing to describe trends in line graphs |
a also another affect as aspect because case cause chief disadvantage downside drawback due effect for have impact in include influence justification lead main major make mean negative of order point reason result result since so that the therefore this to why
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